Training School Personnel on Implementation of Check-in--Check-out Behavioral Interventions

Autor/in	Ruiz, Maria Isolina
Titel	Training School Personnel on Implementation of Check-in--Check-out Behavioral Interventions
Quelle	In: Communique, 41 (2012) 1, S.7-8 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Educational Policy; Behavior Modification; School Personnel; Teaching Methods; Feedback (Response); Response to Intervention; Integrity; Training; Academic Achievement; Positive Reinforcement; School Psychologists; Grade 6; Behavior Problems; School Districts; Family School Relationship; Severe Disabilities; Elementary School Students; United States + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Behaviour modification; Verhaltensänderung; Schulpersonal; Teaching method; Lehrmethode; Unterrichtsmethode; Integrität; Ausbildung; Schulleistung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School year 06; 6. Schuljahr; Schuljahr 06; School district; Schulbezirk; Severe disability; Schwerbehinderung; USA
Abstract	Over the last several years, educational policy has advocated for a preventive approach to keep problem behaviors from escalating and interfering with student achievement. Proactive methodologies such as school-wide positive behavior support (SWPBS) and response to intervention (RTI) have become common practice in school districts across the United States. As a result, teachers are now expected to implement behavioral interventions, such as check-in-check-out (CICO), with students who fail to comply with school behavioral expectations. In view of the expectation that teachers will be asked to implement behavioral interventions, it is extremely important that they are adequately trained in the specific intervention(s) that they will be using. The behavior education program (BEP), or CICO, is an effective, research-based Tier 2 intervention. It decreases the occurrence of problem behaviors by increasing the number of prompts the student receives for appropriate behavior, increasing the frequency of positive adult feedback, offering structured opportunities for the student to self-monitor throughout the day, and promoting school-home collaboration (Filter et al., 2007). Although the literature clearly defines the steps that schools must follow to conduct CICO effectively, many educators still struggle to implement the intervention with integrity because they may lack an adequate understanding of the behavioral principles governing CICO. This article offers practice-based suggestions for behavioral consultants who train school personnel on how to implement CICO. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10